Hande Ilgaz

Hande Ilgaz
Bilkent University · Department of Psychology

Developmental Psychology, PhD

About

21
Publications
15,914
Reads
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671
Citations
Additional affiliations
September 2011 - September 2013
Temple University
Position
  • PostDoc Position
September 2005 - August 2011
Lehigh University
Position
  • Research Assistant

Publications

Publications (21)
Article
Differences in the sequence with which children pass the tasks in Wellman and Liu's (2004) theory of mind (ToM) battery is increasingly bringing into question the universal and cultural specifics of children's developing understanding of others' minds. Children from China, Iran, and Turkey pass the knowledge access (KA) task of the battery earlier...
Article
Wellman and Liu’s (2004) ToM scale canonized efforts to generate a developmentally nuanced understanding of ToM. Further elaboration has come from studies showing some variability in task sequencing across two broad categories of culture (i.e., ‘Collectivist’, ‘Individualist’). The current study contributes to our understanding of ToM by exploring...
Article
Full-text available
This study investigated whether the amount and types of nominalizing complements Turkish speaking mothers use in storytelling vary by their preschool children’s age. Eighty-five middle-class mothers narrated a wordless storybook to their children (36 to 72 months). Mothers’ story-related talk was coded for complements formed with the nominalizing s...
Article
Full-text available
There is a large body of empirical work that has investigated the relationship between parents’ child-directed speech and their children’s Theory of Mind development. That such a relationship should exist is well motivated from both Theory Theory and Socio-Cultural (SC) perspectives. Despite this general convergence, we argue that theoretical diffe...
Article
This study investigated preschool children's learning from exposi-tory and fantastical narrative books and whether the children would show a tendency for learning from expository books in cases of conflicting information. Over three testing sessions, 71 3-and 5-year-olds were individually read one expository book and one fantastical narrative book....
Article
Full-text available
This study examined the development of evaluative language in preschoolers’ oral fictional narratives using a storytelling/story-acting practice where children told stories to and for their friends. Evaluative language orients the audience to the teller's cognitive and emotional engagement with a story's events and characters, and we hypothesized t...
Article
One general perspective on why children over-imitate is that they are learning about the normatively correct way of doing things. If correct, then characteristics of the demonstrator should be relevant. Accordingly, the current study aimed to investigate how the reliability of an adult model influences children's selectivity of what to imitate in a...
Article
Two studies explored the role of play in a vocabulary intervention for low-income preschoolers. Both studies presented new vocabulary through book-readings. Study 1 children (N = 249; Mage = 59.19 months) were also randomly assigned to participate in Free Play, Guided Play, or Directed Play with toys relating to the books. Guided and Directed Play...
Chapter
While there is general consensus that robust forms of social learning enable the possibility of human cultural evolution, the specific nature, origins, and development of such learning mechanisms remains an open issue. The current paper offers an action-based approach to the study of social learning in general and imitation learning in particular....
Article
Full-text available
Sociocultural changes in Turkey have led to significant reconfigurations in marital and parental dynamics over the last decade (Kağıtçıbaşı & Ataca, 2005). Accordingly, general marital conflict and parental disagreement have become prevalent causes of family dissolution and children’s adjustment problems (Ulu & Fışıloğlu, 2002). The current study e...
Article
Full-text available
Children from low-socioeconomic status (SES) families often fall behind their middle-class peers in early language development. But interventions designed to support their language skills are often costly and labor-intensive. This study implements an inexpensive and subtle language intervention aimed at sparking parent–child interaction in a place...
Chapter
Full-text available
Introduction This chapter uses the analysis of a preschool storytelling and story-acting practice to explore some of the ways that peer-oriented symbolic activities and peer group culture can serve as valuable contexts for promoting young children’s narrative development. In the process, it suggests the need to rethink, refine, and broaden the conc...
Article
Full-text available
An article by Angeline S. Lillard and others in the January 2013 issue of Psychological Bulletin comprehensively reviewed and criticized the existing body of research on pretend play and children's development. Nicolopoulou and Ilgaz respond specifically to the article's critical review of research on play and narrative development, focusing especi...
Article
Full-text available
This article argues that Vygotsky's analysis of children's play and of the ways it can serve as a powerful matrix for learning and development has two important implications that are not always fully appreciated. First, children's social pretend play can promote development both in the domains of cognition and language and in dimensions of social c...
Article
This study investigated the premise that action, manifested here through pretend play, is a semiotic arena that can enhance narrative development. It was hypothesized that children would produce structurally more complex narratives in play-prompted elicitation than in direct elicitation conditions, and that this competence would increase with age....

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